We are currently reading "From Reading to Math" by Maggie Siena.

Please answer the questions below for each chapter by adding a comment. Contribute to the discussion by replying to at least 2 other comments. Please don't forget to reference page and paragraph numbers so we can all follow along!

Schedule for posting:

February: Read and discuss chapters three and four.

Tuesday, January 15, 2013

Chapter 3, Question 2

How will you know if students are making meaning in math? What can you do if they are not making meaning?

on pg. 39 I liked the four types of questions and am trying to use them effectively in my day to day teaching, especially with my lower students who struggle consistently on word problems. While I feel that the type of problem solving questions (higher level learning) is often developmental, I can still use the four questioning strategies to try new ways of reaching them. I see it working sometimes, which is a positive reinforcement for me. In a testing situation, I can receive feedback on how they attack the problem. I try to have them question themselves as well. It seems to work and make them rethink the problem.

I think her last question is a sure fire way to check for meaning, "Does my answer make sense?" If a child can answer that and explain how, they are well on their way to meaningful math. I also like how she separates out, "Is it right?" from "Does it make sense?" (Pages 41-42) When meaning does break down, I found her "Getting Unstuck" Questions a great resource. (Page 40) Teaching childen to go back to where it was working and then moving slowly forward, checking carefully the point that confusion arose works so well in reading and moves so natually into mathematics. This is the perfect time to "diagnose their roadblocks" and help them find their way back to meaning.

Does it make sense? I watched a child finish a benchmark in 33 minutes today. So I can honestly answer that no it didn't make sense. I think I will start with the does my answer make sense question when we start going over the benchmark!

I fear that because you ask-he/she will say no and thus the student will then drop out of the thinking. Perhaps it is "Explain how did you get your answer?"

On page 31 I like the seven reading strategies to be looked at for math like reading. With reading it comes easier for most students but I do not believe that math is thought of in these steps. I feel if the strategies are used in math, maybe the students will go back and check work.

I can easily tell you when the math does not make sense. It is when I feel a desire for a warm cup of coffee and solitude. The question for me is, "Am I really confident they understand?" When they do the Exemplers and say, "I know I am right b/c I made a chart," I have evidence but sometimes the student can try to BS their way through and then I really need to think. Clearly I need to spend more time modeling with them what good thinking looks like and they need to do more writing about their thinking. I guess I will model more and ask them to write more...which means more time reading math journals.

When they can solve the problems they are working on and explain if it is reasonable or not. Not just stating yes or no, but how they got to that answer. Try retaching it in a new way for them to gain understanding.

Again, questioning comes to mind. I think it starts with teachers modeling good questions to ask for monitoring meaning and then after practice and success, students will internalize this and have it as a lifelong skill.

on pg. 39 I liked the four types of questions and am trying to use them effectively in my day to day teaching, especially with my lower students who struggle consistently on word problems. While I feel that the type of problem solving questions (higher level learning) is often developmental, I can still use the four questioning strategies to try new ways of reaching them. I see it working sometimes, which is a positive reinforcement for me. In a testing situation, I can receive feedback on how they attack the problem. I try to have them question themselves as well. It seems to work and make them rethink the problem.

ReplyDeleteI think her last question is a sure fire way to check for meaning, "Does my answer make sense?" If a child can answer that and explain how, they are well on their way to meaningful math. I also like how she separates out, "Is it right?" from "Does it make sense?" (Pages 41-42)

ReplyDeleteWhen meaning does break down, I found her "Getting Unstuck" Questions a great resource. (Page 40) Teaching childen to go back to where it was working and then moving slowly forward, checking carefully the point that confusion arose works so well in reading and moves so natually into mathematics. This is the perfect time to "diagnose their roadblocks" and help them find their way back to meaning.

I liked the seperation of those two questions too!

DeleteDoes it make sense? I watched a child finish a benchmark in 33 minutes today. So I can honestly answer that no it didn't make sense. I think I will start with the does my answer make sense question when we start going over the benchmark!

ReplyDeleteI fear that because you ask-he/she will say no and thus the student will then drop out of the thinking. Perhaps it is "Explain how did you get your answer?"

DeleteOn page 31 I like the seven reading strategies to be looked at for math like reading. With reading it comes easier for most students but I do not believe that math is thought of in these steps. I feel if the strategies are used in math, maybe the students will go back and check work.

ReplyDeleteI agree. This may be a way to convince students that are reluctant to check their work that they have a tool, or strategy to help them.

DeleteI can easily tell you when the math does not make sense. It is when I feel a desire for a warm cup of coffee and solitude.

ReplyDeleteThe question for me is, "Am I really confident they understand?" When they do the Exemplers and say, "I know I am right b/c I made a chart," I have evidence but sometimes the student can try to BS their way through and then I really need to think. Clearly I need to spend more time modeling with them what good thinking looks like and they need to do more writing about their thinking.

I guess I will model more and ask them to write more...which means more time reading math journals.

When they can solve the problems they are working on and explain if it is reasonable or not. Not just stating yes or no, but how they got to that answer. Try retaching it in a new way for them to gain understanding.

ReplyDeleteAgain, questioning comes to mind. I think it starts with teachers modeling good questions to ask for monitoring meaning and then after practice and success, students will internalize this and have it as a lifelong skill.

ReplyDelete